NR‐222 HEALTH AND WELLNESS REQUIRED UNIFORM ASSIGNMENT .docx

NR‐222 HEALTH AND WELLNESS
REQUIRED UNIFORM ASSIGNMENT: HEALTH PROMOTIO
N PROJECT
PURPOSE
To apply concepts you have learned about health promotion con
cepts and strategies, enhance your written
communication skills, and demonstrate a beginning understandi
ng of cultural competency.
COURSE OUTCOMES This assignment enables the student to
meet the following course outcomes.
CO #1 Discuss the professional nurse’s role in health promotion
activities. (PO #1 & 2)
CO #3 Discuss health promotion, illness prevention, health main
tenance, health restoration, and
rehabilitation in relation to the nurse’s role in working with vari
ous populations. (PO #1 & 2)
CO #7 Identify health promotion strategies throughout the life s
pan. (PO #1 & 2)
DUE DATE
The Health Promotion Project (RUA) is due in Unit 5. However,
refer to the Course Calendar for variations in
campus requirements and details. The Late Assignment Policy a
pplies to this assignment.

TOTAL POINTS POSSIBLE 100 Points
REQUIREMENTS
1.
Identify a health problem or need for health promotion for a par
ticular stage in the life span of a population
from a specific culture in your area (this might include age and
gender population as well). Choose one of the
Leading Health Indicators (LHI) priorities from Healthy People
2020 (see the Healthy People.gov 2020 Leading
Health Indicators website link in the Assignment section for Uni
t 2 under “Web Links). Students in a cultural
concentration will use that specific cultural focus to complete th
is assignment.
2.
Research a topic related to health and wellness associated with
one of the Healthy People 2020 topic areas.
Students in a cultural concentration will use that specific cultur
al focus to complete this assignment.
3.
Submit your topic to the instructor for approval at least 2 weeks
prior to the assignment (during Unit 3) but
earlier if desired. All topics must be approved.
4.
You will develop an educational health promotion project addre
ssing the population/culture in your area. For
or example, if you are in the Hispanic concentration, your proje
ct might be educational interventions to

address how food choices are related to the high rates of diabete
s among Latinos; or, a community project
that addresses the statistic that Hispanics experience new HIV i
nfections at more than twice the rate of whites;
or, finding opportunities to intervene with Puerto Ricans, a Hisp
anic subculture, who suffer asthma at twice
the rate of the general population (2020 LHI Topic Three: Envir
onmental Quality: (see the Healthy People.gov
2020 Leading Health Indicators website link in the Assignment
section for Unit 2 under “Web Links).
5. General expectations
All articles must be from nursing or scholarly journals and shou
ld include health promotion and wellness
content. Articles must be published within the last five (5) years
. If you are unsure whether the article is
appropriate, ask your instructor. You could lose significant poin
ts if the article is not from a scholarly
source and/or appropriate to the topic.
ask questions if you need clarification.
NR222 RUA Health Promotion Project Guidelines.docx Revised
06/2016 psb 2

PREPARING THE ASSIGNMENT
1.
Writing the Paper: You will explore the topic and explain the in
formation in writing a 3‐4 page APA formatted
paper.
a.
Select a minimum of three (3) scholarly nursing or research arti
cle (published within the last 5 years) related
to your topic that include health promotion and wellness content
. Students in a cultural concentration will
select at least one article specifically related to the cultural focu
s for this assignment. You may need to
evaluate several articles before you find appropriate selections.
For more information on how to choose a
scholarly article, open the “Course Resources” tab under the “C
ourse Home” Menu to the left of your
Learning Studio (eCollege) course page and open “What Is a Sc
holarly Source.”
b.
Write a 3‐4 page paper (excluding the title and reference pages)
using the following guidelines:
Write brief introduction of the topic and describe why it is impo
rtant to health promotion in the
specific cultural population in your area.

Include a description of the topic and the targeted sub culture or
population (include statistics).
Explain how the project relates to the Healthy People 2020 topi
c area you have chosen.
Summarize the articles; include key points or findings from the
articles.
Discuss how you used the information from the articles for your
Health Promotion Project. Provide
specific examples.
Describe the approach/approaches you developed to educate the
target population about the topic.
Include specific ways to promote lifestyle changes within the sp
ecified population relative to your
specific culture. The approach should be appropriate for your cu
ltural concentration.
your conclusion and summary.
c.
Your paper must follow APA format. Include a title page and a r
eference page. Use 12‐point Times New
Roman font and include in‐text citations (use citations wheneve
r paraphrasing, using statistics, or quoting
from the article). Please refer to your APA manual as a guide fo
r in‐text citations and sample reference
pages.
d.

Use TurnItIn in time to make any edits that might be necessary
based on the Similarity Index prior to
submitting your paper to your instructor. Consult with your inst
ructor about the acceptable Similarity
Index for this paper.
06/2016 psb 3
DIRECTIONS AND ASSIGNMENT CRITERIA
Assignment
Criteria
Points % Description
Articles and
Turn It In
Submission
5

5%
A minimum of three (3) scholarly articles is used as sources.
Articles meet criteria of being from scholarly journals and inclu
de health
promotion and wellness content. Students will select at least on
e article
specifically related to the cultural focus for this assignment.
Submitted paper to TurnItIn; Necessary/Appropriate revisions m
ade based on
originality report.
Introduction
and Conclusion
15
15%
the purpose of the paper
Create an effective conclusion that identifies the main ideas and
major support
points from the body of your report. Minor details are left out.

Relate Topic to
Target
Population
25
25%
of topic and targeted cultural population.
p to the Healthy People 2020 topic area.
to support the significance of the topic.
Summary of
Articles
20
20%
Summary of articles include:
points and findings of the article.
Discussion of how information from the articles is used in your

Health Promotion
Project (give specific examples).
Health
Promotion
Project
Discussion
25
25%
Description of approaches to educate the target cultural populati
on about the
topic
Specify a culturally sensitive approach to promote lifestyle chan
ges within the
specified population.
APA Style and
Format
10

10%
APA Style (Writing)
Correct use of Standard English grammar and sentence structure
.
spelling or typographical errors.
ganized around required components.
Information flows in a logical sequence that is easy for the audi
ence to follow.
APA Format
All information taken from another source, even if summarized,
must be cited and
listed on the Reference page using (APA 6th ed.)
Document setup: Title and Reference pages; Margins; Spacing;
Use of Headers
in the text and reference page.
Total 100 100
NR‐222HEALTH AND WELLNESS
GRADING RUBRIC

06/2016 psb 4
Assignment
Criteria
Outstanding or Highest Level Very Good or High Level of
Competent or Satisfactory Poor, Failing or
of Performance Performance Level of Performance
Unsatisfactory Level of
Performance
A (92–100%) B (84–91%) C (76–83%) F (0–75%)
Articles and Turn It
In Submission
5
A minimum of three (3) scholarly articles are used as sources.
Articles meets criteria of being from scholarly journals, include
s health promotion and wellness content,
and are current (published within the past 5 years).
least one article is related to your chosen cultural group.

TurnItIn is used prior to submitting paper to instructor for gradi
ng. Necessary/Appropriate revisions made
based on originality report.
Note: This criterion is “all or nothing.” If you meet all of the cr
iteria for the article and use TurnItIn, you will earn
5 points.
5 points
Article does not meet all criteria.
Or
TurnItIn is not used.
0 points
Introduction and
Conclusion
15
Introduction establishes the
purpose of the paper and
stimulates the reader’s interest.
AND
The main ideas and major support
points from the body of the paper

are presented in the conclusion.
14‐15 points
Introduction establishes the
purpose of the paper.
AND
The main ideas and major support
points from the body of the paper
are presented in the conclusion.
13 points
The introduction and conclusion
provide very general information
related to the topic of the paper.
12 points
The introduction and/or conclusion
are vague, does not relate to the
topic, and/or not evident.
0‐11 points
Relate Topic to
Target Population

25
Thoroughly covers all required
elements; Demonstrates excellent
understanding of health promotion
concepts and applied them
consistently.
Required elements are:
of topic and target
cultural population.
to the Healthy
People 2020 topic area.
Generally covers all required
elements; Demonstrates
general/basic understanding of
health promotion concepts and
applied them consistently.
of topic and target
to the Healthy
elements; Demonstrates limited
concepts and/or did not apply the
concepts consistently.

of topic and target
to the Healthy
Missing some of the required
elements; Demonstrates very
limited understanding of health
promotion concepts and/or did not
apply the concepts consistently or
inappropriately.
of topic and target
06/2016 psb 5
to support the
significance of the topic.
23‐25 points
to support the

21‐22 points
to support the
19‐20 points
to the Healthy
to support the
0‐18 points
Summary of
Articles
20
Summary of articles includes:
key points and findings from
the articles.
discussion of
how information from the
articles is used in the Health
Promotion Project with several

specific examples provided.
19‐20 points
key points and findings
from the articles are included.
of how information
from the articles is used in the
Health Promotion Project
included with specific examples
provided.
17‐18 points
key points and findings of
the article are missing.
discussion of how
information from the articles is
used in the Health Promotion
Project. Examples included, but
very general/not specific.
16 points
understanding of the key
points of the articles
demonstrated.
OR
of how information
from the article could be used in

your Health Promotion Project
not included.
0–15 points
Health Promotion
Project Discussion
25
Thoroughly covers all required
elements; Demonstrates excellent
strategies and applied them
consistently.
of approaches to
educate the target population
about the topic
ways to promote lifestyle
changes within the specified
population.
23‐25 points

elements; Demonstrates
general/basic understanding of
health promotion strategies and
applied them consistently.
of approaches to
about the topic
population.
21‐22 points
elements; Demonstrates limited
strategies and/or did not apply the
concepts consistently.
of approaches to
about the topic
population.
19‐20 points
Missing some of the required
elements; Demonstrates very

limited understanding of health
promotion strategies and/or did
not apply the concepts consistently
or inappropriately.
of approaches to
about the topic
population.
0‐18 points
APA Style
and Format
APA Style (Writing)
use of Standard English
grammar, paragraph, and
sentence structure.
spelling or typographical
errors.
APA Style (Writing)
to three minor errors in use
of Standard English grammar,
paragraph, and sentence

structure.
APA Style (Writing)
major error or more than
four minor errors in use of
Standard English grammar,
paragraph, and sentence
structure.
APA Style (Writing)
needs development.
than four spelling and/or
grammar errors.
organized thoughts &
concepts.
06/2016 psb 6
10
is clearly organized around
required components.
flows in a logical
sequence that is easy for the

audience to follow.
APA Format
information taken from
another source, even if
summarized, must be cited and
listed on the Reference page
using. All elements of each
reference included in the correct
order.
setup includes title
and reference pages in correct
APA format.
opriate use of
margins, spacing, and headers.
of sources included in
the body of the paper using
correct APA format
cited correctly on the
reference page
10 points
to two spelling or
typographical errors.
is organized; one required
component not clearly identified.
APA Format

summarized, must be cited and
listed on the reference page. All
elements of each reference on
the reference page included.
Some elements not in the correct
order.
and reference page, with 1‐2
errors in APA format.
of margins, spacing, and
headers has 1 to 2 errors.
source cited in the paper not
included on the references list
OR one source listed on the
Reference page not cited in the
paper.
to four spelling or
typographical errors.
is organized; one required
component not clearly identified.
APA Format
summarized, must be cited.
Format for citations not correct.
Some references on the

reference page have elements
missing.
and reference page. Three or
more errors in APA format of the
title page.
headers has 3‐4 errors.
sources cited in the paper
not included on the references
list OR two or more sources
listed on the Reference page not
cited in the paper.
8 points
APA Format
summarized, must be cited. Lacks
proper citations and/or does not
reference sources.
and reference page. Three or
more errors in APA format of the
title page.

headers has more than 4 errors.
or more sources cited in
the paper not included on the
references list OR three or more
sources listed on the Reference
page not cited in the paper.
0‐7 points
Total Points Possible = 100 points
Running head: REDUCING MEDICATION ERRORS
1
REDUCING MEDICATION ERRORS
2
Reducing Medication Errors with Simulation - A Win-Win
February 2018

Introduction
The human and financial cost of medication errors to patients,
families, medical facilities and insurance companies is both
staggering and heartbreaking. In their article on medication
safety, Zimmerman and House (2016) discuss the increased
demand for the reduction of medication errors and how adding
patient simulation (Institute of Medicine, 2003) as part of
nursing school curriculum as well as once they’re in the field,
could be the answer to this widespread problem. The purpose of
this paper is to show that simulation training should be
implemented in order to both decrease medication errors and
increase net revenue to those that utilize High-Fidelity
Simulation (HFS) education, namely nursing schools and health
care institutions. Simulation could be a winning proposition for
all involved.
Body
Zimmerman and House cite several sources about the high cost
of medication errors stating that more than 3.5 million inpatient
medication errors occur each year (IOM, 2006; National
Priorities Partnership, 2010; Santelli, 2006) resulting in “$10.3
billion in avoidable health care spending” (House, 2015). Of
the numerous factors that affect medication dosing errors,
including the technology involved in its administration, between
49% and 53% (Saintsing, Gibson, & Pennington, 2011) of new
nurses were found to be at fault. To be sure, reports from
management state that over 59% of new nurses had inadequate
knowledge of pharmacologic considerations/implications and
72% were incompetent in administering medication. One cause
found to be a reason for a higher level of medication errors is
inadequate educational training for the real practice of nursing;
new nurses in the U.S. are in agreement and want to obtain the
training necessary to avoid medication errors.

There are a couple of questions both educational systems and
health care institutions need to decide before implementing HFS
training. (1) Will the use of HFS result in nurses who make
fewer medication errors, thus improving patient safety? (2) Will
the high cost to buy and implement one of these units approx.,
$91,800 according to Hallenbeck, 2012; Laerdal Corporation,
2009, ultimately benefit their bottom line; increased revenue
due to fewer incidences? The authors believe the answer to both
questions is yes.
Research studies are mixed about the outcomes of using HFS as
a tool to improve nurses’ skills. However, blended programs
incorporating simulation combined with theoretical teaching
have been found to effectively improve the healthcare
practitioner’s performance. This outcome, combined with a 50%
reduction in the amount of clinical instruction needed, and the
savings that would be had by health care institutions if
medication errors were reduced, make the utilization of HFS
with didactic teaching a promising solution.
Conclusion
I have known for many years that medication errors occurred in
hospitals but I didn’t realize to what extent. I’ve been relieved
when I’m in a hospital that utilizes technology to help reduce
medication errors; swipe your wristband to make sure you are
receiving the proper medications. However, human error isn’t
eliminated. Simulation training offers hope that nurses will be
more prepared to properly administer medication and thereby
reduce the errors that are being made far too often, with
devastating consequences. The authors do a very good job of
both highlighting the urgent need for a resolution to the
medication error problem and justifying its implementation by
showing how it will positively affect an institution’s bottom
line – a win-win for all involved.
References
Hallenbeck, V.J. (2012). Use of high-fidelity simulation for
staff education/development: A systematic review of the

literature. Journal for Nurses in Professional Development,
28(6), 260-269.
House, P. (2015). Hospital admissions and costs of medication
errors, by state, for 2014. [Economic research database created
by the author.] Retrieved from [email protected]
Institute of Medicine (IOM). (2003). Health professions
education: A bridge to quality. Washington, DC: National
Academies Press.
Institute of Medicine (IOM). (2006). Preventing medication
errors. Washington, DC: National Academies Press.
Laerdal Corporation. (2009). Laerdal SimMan 3G manikin
pricing sheet, 2009. Wrappingers Falls, NY.
National Priorities Partnership (NPP). (2010). Compact action
brief: Preventing medication errors: A $21 billion opportunity.
Retrieved from
http://www.nehi.net/benthecurve/sup/documents/Medication)Err
ors_%20Brief.pdf
Saintsing, D., Gibson, l.m., & Pennington, A.W. (2011). The
novice nurse and clinical decision making: How to avoid errors.
Journal of Nursing Management, 19(3), 354-.359.
Santelli, J.P. (2006) Reconciliation failures lead to medication
errors. The Joint Commission Journal of Quality and Patient
Safety, 32(4), 225-229
Zimmerman, D.M., House, Patricia (2016). Impacts &
innovations. Medication safety: Simulation education for new
RNs promises an excellent return on investment. Nursing
Economic$, 34(1), 49

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